Visibility of eTwinning Projects Group Newsletter 2017 No. 7 | Page 11

Visibility of eTwinning Projects Group July 2017 Newsletter ------------------------------------------------------------------------------------------------------ expectations and consequences while using the web to make a virtual tour to a museum as well as useful tips for doing it in the best way. During the field trip Students of the participant countries will work in 3 transnational groups to take a tour around their virtual museum (one of the three selected) and: 1. Select an exhibit and answer to questions like:  What do you see in this photo?  Who could have constructed it?  When did he do it and how?  Where was it found? 2. Write a description of a specific exhibit that is placed in the virtual museum they visit 3. Look for exhibits related to specific categories (daily use objects, bodies of sculptures, other) and answer the work sheet prepared by teachers After the field trip Students will  Discuss in the groups’ forums what they liked or didn’t like during the virtual field trip  Share their findings during a videoconference comparing their observations  Write journal entries about their findings and their experiences  Create a common ebook with articles and photos of what they learnt  Work in transnational groups to design their own virtual museum with their findings (Artsteps tool)  Create a digital poster (Glogster) to add all the virtual museums in one collaborative poster to upload on the project’s TwinSpace extension of the results from this collective effort to the school as well as the local community, the development of ICT skills in a didactical way, the expression of their questions regarding cultural concepts by means of art will be the expected outcome. Employing this kind of eTwinning project activity is an example of innovative teaching which aims to enhance appreciation and respect for the museums as representatives of cultural heritage. Bibliography: Anderson, D., Piscitelli, B., Weier, K., Everett, M., & Tayler, C. (2002). Children’s museum experiences: Identifying powerful mediators of learning. Curator, 45(3), 213-231 Andrews, J., Schweibenz, W. (1998). A New Media for Old Masters: The Kress Study Collection Virtual Museum Project. Art Documentation 17(1), 19-27 Angelopoulos P., Pateraki, I. (2014). eTwinning: Developmet of teachers and students’ competences. Proceedings of “European/national initiatives to foster competency-based teaching and learning”. Retrieved: 19/07/2017, http://www.transit- project.eu/conference/TRANSIt_Proceedings.pdf Crawley, C., Gilleran, A., Nucci, D., & Scimeca, S. (Eds.). (2010). Voices of eTwinning–Teachers talk. Brussels: Central Support Service for eTwinning & European Schoolnet European Commission. (2013). Study of the impact of eTwinning on participating pupils, teachers and schools. Luxemburg: Publications of the European Union Giakoumatou, T. (2004). When Information met Philology. 5 years later. 2nd National Conference, Information and Education. Retrieved: 19/07/2017, http://bit.ly/2aue7g1. (in Greek) Gokcigdem, E.M. (2017). Five Ways Museums Can Increase Empathy in the World. Retrieved: 20/07/2017, https://greatergood.berkeley.edu/article/item/five_ ways_museums_can_increase_empathy_in_the_wo rld The practice and use of the English language in oral and written speech through the collaboration and communication with peers from abroad, the Grieve, A. (2015). Teacher-Less Field Trips: Classroom Extension Made Easy. Retrieved: 19/07/2017, 11